Educational strategies and policy Books

Book SynopsisA collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.Table of ContentsPart 1. Looking at the big picture: 1. United States of America - the paradoxes and possibilities of bilingual education; 2. Europe - supra-national interventions promoting bilingual education; 3. Canada - factors that shaped the creation and development of immersion education; 4. Estonia - laying the groundwork for bilingual education; 5. Utah - making immersion mainstream; 6. Basque Country - plurilingual education; 7. Kazakhstan - from twenty trilingual schools to thousands?; Voices from the field - England; Voices from the field - Canada; Voices from the field - Spain; Part 2. Looking at the long-term; 8. Cymru/Wales - towards a national strategy; 9. The Netherlands - quality control as a driving force in bilingual education; Voices from the field - Aotearoa/New Zealand; Voices from the field - Cymru/Wales; Part 3. Understanding the Role of Context; 10. United Arab Emirates - searching for an elusive balance in bilingual education; 11 Malta - bilingual education for self-preservation and global fitness; 12. Colombia - challenges and constraints; 13. South Africa - three periods of bilingual or multilingual education; Voices from the field - Brunei; Conclusion Forces, Mechanisms and Counterweights; Appendix: tools introduction; Tool 1. National or regional-level planning considerations for bi-/trilingual education; Tool 2. A bilingual education continuum.

Read more less

Book SynopsisThis book enquires into the politics and practices of international literacy assessment programmes, exploring how the internationally comparable numbers, now so heavily relied on in national policy are produced, and how they are shaping our understanding of the meanings and purposes of literacy. The collection brings together leading international academics in this field and representatives from key policy and literacy assessment institutions to identify a future research agenda for the field of International Assessment Studies. It illuminates the amount of (often invisible) work that goes on behind the scenes in producing the tests and the policies.Table of ContentsNotes on contributors; Series editors' preface; Foreword Gita Steiner-Khamsi; Introduction Mary Hamilton, Bryan Maddox, Camilla Addey; Part 1. Definitions and Conceptualisations: 1. Assembling a sociology of numbers Radhika Gorur; 2. New literacisation, curricular isomorphism and the OECD's PISA Sam Sellar, Bob Lingard; 3. Transnational education policy-making: international assessments and the formation of a new institutional order Sotiria Grek; 4. Interpreting international surveys of adult skills: methodological and policy-related issues Jeff Evans; Part 2. Processes, Effects and Practices: 5. Disentangling policy intentions, educational practice and the discourse of quantification: accounting for the policy of 'payment by results' in nineteenth-century England Gemma Moss; 6. Adding new numbers to the literacy narrative: using PIAAC data to focus on literacy practices JD Carpentieri; 7. How feasible is it to develop a culturally sensitive large-scale standardised assessment of literacy skills? César Guadalupe; 8. Inside the assessment machine: the life and times of a test item Bryan Maddox; 9. Participating in international literacy assessments in Lao PDR and Mongolia: a global ritual of belonging Camilla Addey; 10. Towards a global model in education? International student literacy assessments and their impact on policies and institutions Tonia Bieber, Kerstin Martens, Dennis Niemann, Janna Teltemann; 11. From an international adult literacy assessment to the classroom: how test development methods are transposed into the curriculum Christine Pinsent-Johnson; 12. Counting 'what you want them to want': psychometrics and social policy in Ontario Tannis Atkinson.

Read more less

Book SynopsisLiterary Politics identifies and debates competing definitions of 'English Studies' as an academic subject, celebrates the diversity of contemporary literary studies, and demonstrates the ways in which a range of literary texts can be understood as politically engaged, sometimes in unexpected ways.Table of ContentsAcknowledgements Notes on the Contributors Introduction: The Politics of Literature and the Literature of Politics; Deborah Philips 1. Literature and Politics; Stuart Laing 2. Shakespeare v The BNP; Adam Hansen 3. Roaring Boys and Weeping Men: Radical Masculinity in Webster's The Duchess of Malfi; Kate Aughterson 4. Having the last word: World War I fictions as counter-narratives; Zacharoula Christopoulou 5. 'Show an Affirming Flame': writers and readers in modern dark times; Rosalind Brunt 6. Literature, Politics And History; Paddy Maguire 7. The Politics of Nostalgia in the Rural English Novel; Dominic Head 8. (Re)Writing the 1984-5 UK Miners' Strike; Katy Shaw 9. Can the environment be saved? Post-apocalyptic children's novels of the 1980s; Dave Simpson 10. The politics of enhancement: the last days of the English Subject Centre; Ben Knights Bibliography Index

Read more less

Book SynopsisWhile human capital theories have focused on how schools and colleges supply the skills for economic growth, Green shows how the forming of citizens and national identities through education has often provided the necessary condition for both economic and social development.Trade ReviewStanding Conference of Studies in Education Annual Book Awards Winner - Second Prize 'A seminal book' - Anne Corbett, Times Educational Supplement 'A courageous and challenging book' - Roy Lowe, History of Education 'Andy Green has written a very good book indeed.' - Roger Dale, Journal of Education Policy 'A vital contribution to our understanding of the changing role of the state in education provision. It should be read widely.' - Clyde Chitty, Forum 'learned, thought-provoking and well written.' - Patrick Harrigan, Historical Studies in Education 'The book is eminently readable, and well argued and documented.' - Witold Tulasiewicz, Comparative Education 'Green has provided a work of such depth and scope that historians and sociologists might ignore at their own considerable loss.' - Dianne Snow, Comparative Education 'Andy Green's recently updated analysis of the relationship between nation states and the education systems that they establish or support is widely regarded as a classic sociology of education text.' - British Educational Research Association (BERA) 40 @ 40 "The new edition of this book by Professor Andy Green is path-breaking in filling the gap of research on the intricate interplay of educational systems and state ... It should not be missed by any scholar who is in the field of comparative and international education, history, sociology, political science, and/or developmental studies, and by practitioners in educational policy, politics and development ... In just one volume the broad, historical overview is provided of the interaction between of educational systems and state formation." - Jun Li, Chinese University of Hong Kong "Nevertheless, it is not the successful articulation between economics and education that most interests Andy Green, but rather the role played by education in the state formation of developmental states. To the extent that these states' principal goal is an economic one, these two levels are often confused, and it is perhaps Green's insistent attempts to separate them that is one of his work's most interesting contributions." - EinzelbelsprechungTable of Contents1. Introduction 2. The Uneven Development of National Education Systems 3. The Social Origins of National Education Systems 4. Education and State Formation 5. Education and Statism in Continental Europe 6. The U.S. Experience: Education, Nationhood and the Decentralized State 7. English Education and the Liberal State 8. Postscript: Education and State Formation in East Asia

Read more less

Book SynopsisKohan offers a transformative, revolutionary, and more radical alternative theory and practice of philosophy for children. He critiques the current state of philosophy for children and demonstrates alternative ways of thinking and practicing philosophy in childhood education.Table of ContentsPreface; Maughn Gregory Presentation PART I: PHILOSOPHY FOR CHILDREN: CRITICAL PERSPECTIVES 1. Some Biographical Remarks and Philosophical Questions within Philosophy for Children 2. Celebrating Thirty Years of Philosophy for Children 3. Good-bye to Matthew Lipman (and Ann Margaret Sharp) 4. The Politics of Formation: A Critique of Philosophy for Children PART II: PHILOSOPHIZING IN CHILDHOOD. AFFIRMATIVE PRACTICES 5. Philosophy at Public Schools of Brasilia, DF. 6. [Some] Reasons for Doing Philosophy with Children 7. Philosophizing with Children at a Philosophical Camp 8. Does Philosophy Fit in Caxias? A Latin American Project 9. Philosophy as Spiritual and Political Exercise in an Adult Literacy Course

Read more less

Book SynopsisMichael Gove was, unquestionably, a pivotal figure in British educational reform during his time as the coalition's Secretary of State for Education. This team of experts, drawn from academia, think-tanks and trade unions, offer an unrivalled early assessment of the impact of Gove, and his reforms, on the British educational landscape.Trade Review"This excellent collection tells us a great deal about government policy-making generally, as well as the specific educational legacy of Michael Gove and the Coalition Government. As someone who was directly involved in one set of reforms, I was intrigued by how much I had forgotten, or never known, about the detail of policy-making and implementation. But I was also deeply impressed by the way in which the authors, from very different perspectives, leave one with a much clearer understanding of how education policy has evolved in England; of major underlying shifts, many of which started well before 2010; and of how much, or little, future governments are likely to change direction. Highly recommended!" - Professor Alison Wolf CBE, Sir Roy Griffiths Professor of Public Management, King's College London, author of Does Education Matter? "This timely collection offers an unrivalled range of perspectives on one of the most important Education ministers of the modern era." - Sir Anthony Seldon, Master of Wellington College and Fellow of King's College London, author of Schools United "[This book] does, however, help you to see Gove as others understood him and that's a good thing. Mike Finn has selected his authors well and edited to perfection. Each chapter opens with a clear abstract and list of keywords, meaning you know what the text will bring and you can decide if you have the stomach for it." - Laura McInerney, Schools WeekTable of ContentsIntroduction: The Gove Ascendancy - Michael Gove as Secretary of State for Education; Mike Finn 1. The Gove Legacy in State Education; Brian Lightman 2. The Gove Legacy in Independent Schools: The Making and Unmaking of a Supreme Goviet; Tim Hands 3. The Gove Legacy in the Curriculum: The Case of History; Katharine Burn 4. The Gove Legacy: Where Policy Meets the Pupil; Mick Waters 5. Education Beyond the Gove Legacy: The Case of Higher Education; Roger Brown 5b. Education Beyond the Gove Legacy: The Case of Higher Education (2): Ideology in Action; Mike Finn 6. Opening Doors or Narrowing Opportunities?: The Coalition's Approach to Widening Participation, Social Mobility and Social Justice; Konstanze Spohrer 7. The Gove Legacy and the Politics of Education after 2015; Jonathan Simons 7b. The Gove Legacy and the Politics of Education after 2015 (2): Skills and accountability; Steve Besley 7c. The Gove Legacy and the Politics of Education after 2015 (3): Can the legacy endure?; Louis Coffait Conclusion: The Gove Legacy in Education; Mike Finn

Read more less

Table of ContentsChapter 1. Introduction: Graduate Employability: Charting a Complex, Contested and Multi-faceted Policy and Research Field; Michael Tomlinson.- Chapter 2. Graduate Employability: A Critical Oversight; Andrew Rothwell & Frances Rothwell.- Chapter 3. Employability, Employment and the Establishment of Higher Education Graduates in the Labour Market; Staffan Nilsson.- Chapter 4. Critical Perspectives on Graduate Employability; Ciaran Burke, Tracy Scurry, John Bleckinsopp & Katy Graley.- Chapter 5. Developing a More Coherent and Robust Basis for Employability Rresearch: A ritical Realist Perspective; Paul Cashian.- Chapter 6. Boundaryless and Protean Career Orientation: A Multitude of Pathways to Graduate Employability; William Donald, Yehuda Baruch, Melanie Ashleigh.- Chapter 7. Employability and Depth Psychology; Phil McCash.- Chapter 8. Graduates’ Learning Across Educational and Professional Settings: Outlining an Approach; Mariana Gaio Alves.- Chapter 9. International Students’ Employability: What Can We learn from It?; Zhen Li.- Chapter 10. Cultivating the Art of Judgement in Students; Geoffrey Hinchliffe and Helen Walkington.- Chapter 11. Who is to be Positioned as Employable: Adult Graduates’ Educational and Working Pathways?; Päivi Siivonen.- Chapter 12. Graduate Employability as Social Suitability: Professional Competence From a Practice Theory Point of View; Ola Lindberg & Oscar Rantatalo.- Chapter 13. Encouraging Students to Develop their Employability: ‘Locally Rational’, but Morally Questionable; Paul Greenbank.- Chapter 14. Graduates’ Psycho-social Career Pre-occupations and Employability Capacities in the Work Context; Melinde Coetzee.- Chapter 15. Developing Graduate Employability: The CareerEDGE Model and the Importance of Emotional Intelligence; Lorraine Dacre Pool.- Chapter 16. The University and the Knowledge Network: A New Educational Model for 21st Century Learning and Employability; Ruth Bridgstock.- Chapter 17. Graduate Employability: Future Directions and Debate; Leonard Holmes.

Read more less

Book Synopsis

Read more less

Book SynopsisThe New Flagship University is an expansive vision for leading national universities and an alternative narrative to global rankings and World Class Universities. The Flagship model explores pathways for universities to re-shape their missions and operational features to expand their relevancy in the societies that gave them life and purpose.Trade Review“Douglass and the other involved authors offer a very rich and differentiated picture of the university and its many facets, a refreshing perspective in contrast to the often emphasized narrative of rankings and world class universities. … this book is a much needed alternative to the current paradigm of university excellence, interesting to read and well written, as well as a promising narrative both for future research and policymaking … .” (Philipp Friedrich, European Journal of Higher Education, March, 2017)Table of ContentsPART I: EXPLORING THE NEW FLAGSHIP UNIVERSITY MODEL; John Aubrey DouglassIntroduction: Seeking an Alternative Narrative1. How Rankings Came to Determine World Class2. The Origin of the Flagship Idea and Modern Adaptions3. Profiling the Flagship Model4. Considering National Contexts and other VariablesPART II: THE FLAGSHIP UNIVERSITY IN GLOBAL PERSPECTIVE5. The Predicament of the Quest for WCU Status and Seeking an Asian Flagship University; John N. Hawkins6. Latin America Flagship Universities: From Early Notions of State Building to Seeking a Larger Role in Society; Andrés Bernasconi and Daniela Véliz Calderón7. Scandinavian Flagship Universities: An Appraisal of Leading National Universities in the European Context; Bjørn Stensaker and Tatiana Fumasoli 8. The Soviet Flagship University Model and its Contemporary Transition; Isak Froumin and Oleg Leshukov9. Epilogue - Reflections on a New Flagship University; Manja Klemencic

Read more less

Book SynopsisKathryn Riley is Professor of Urban Education at the UCL Institute of Education, University College London, UK, and Co-Director of The Art of Possibilities (www.theartofpossibilities.org.uk).Trade ReviewKathryn Riley is here extending what is an increasingly urgent debate about school, both as a place of belonging and as a site of struggle. In the neo-liberal education marketplace, more and more schools are adopting measures, including police in corridors and classrooms, school exclusion and even the banning of parents, to win compliance with school values and ethos by coercion and to operate a regime with a primary focus on punishment and varying degrees of institutional bullying of students. Students have a capacity to do horrible things to one another and to dent their peers’ confidence and sense of safety and wellbeing, especially through their use of social media and threats of violence in and out of school. Kathryn Riley underscores the importance of distributing leadership to the level of students themselves and delivering an essential part of their educational entitlement, i.e., guidance and support for each student in embracing their personal responsibility to act in a manner that helps to make the school a place where all can feel they belong, are valued and can learn and teach in safety and comfort. * Gus John, Visiting Professor, Coventry University, UK *Kathryn Riley's passion and scholarship are powerfully demonstrated throughout her new book. Bringing her life-long commitment to making the world a better place for young people, she creates an inspirational and universally applicable approach to school improvement, richly illustrated, theoretically robust, and eminently practical. * Helen Wildy, Professor of Education, The University of Western Australia, Australia *Table of ContentsForeword, Karen Seashore Louis, University of Minnesota, USA Prologue About the Author Acknowledgements Part I: Place and Belonging in our Volatile World 1. Putting Belonging into the Frame 2. A World in the Classroom Part II: Framing the Study: School - A Place Where I Belong? 3. Themes Concepts and Agency 4. Designing the Study Part III: Research in Action 5. How School Leaders See It 6. Teacher-Researchers 7. Student-Researchers Part IV: Leading Research to Make a Difference 8. A Step-change in Thinking 9. A New Way of Belonging? Appendix I: Further Research Material Appendix II: Materials for Student-researchers Appendix III: Videos Appendix IV: A Framework for an Intervention Strategy References Index

Read more less

Book Synopsis

Read more less

Book SynopsisTözün Issa is Senior Lecturer at London Metropolitan University, UK, where he is Director of the Centre for Multilingualism in Education.Alison Hatt was, until recently, Senior Lecturer at London Metropolitan University, UK.Trade ReviewThis book offers much-needed support to practitioners working with children from different language backgrounds in early years settings. The authors make theories on multilingual learning accessible to the reader, linking the ideas clearly with practice. The book contains many excellent suggestions for working with families to create a classroom environment that develops children's home languages as well as English and fosters educational success. * Charmian Kenner, Senior Lecturer in Education, Goldsmiths, University of London, UK *This volume speaks urgently and eloquently to educators and policy-makers about the potential of schools to enrich children and communities in contexts around the world where population mobility and linguistic diversity have become the norm. Tözün Issa and Alison Hatt highlight the gap between the pathologising assumptions about language and diversity that are woven, often invisibly, into official policies and what we know about the crucial importance of embedding instruction and curriculum into the fabric of children's lives. Issa and Hatt also show, however, how teachers can resist overly prescriptive and intellectually narrow instructional mandates. Their vivid accounts of teachers, students, and families co-constructing knowledge, insight and linguistic awareness illustrate the process of teachers re-claiming their identity as educators rather than simply transmitters of centrally dictated curriculum. * Jim Cummins, Professor of Education, University of Toronto, Canada *This practitioner-focused book adeptly and succinctly surveys and synthesizes policy, history and the literature widely accepted by Education Studies as a discipline to make compelling recommendations to augment practice in the early years. The reality of multiculturalism in the early years is brought into sharp focus with research-informed arguments in favor of fostering diverse cultural identities and languages for development . As a book on policy and practice, it will serve students well. -- Sam Bamkin, De Montfort University, UKTable of ContentsIntroduction 1. The Early Years Foundation Stage: Historical Context and Recent Developments 2. Minority Education: Developments in Britain 3. Setting the Context: Historical Perspectives on Personal, Social and Emotional Development and Early Years Foundation Stage 4. Personal, Social and Emotional Development: Exploring Language, Culture and Identity 5. Multilingualism: Key Issues and Debates 6. First and Subsequent Language Acquisition: Key Issues and Debates 7. Home Languages and Supporting the Development of Purposeful Talk in Early Years Setting 8. Supporting Children's Language Development: The Role of Parents, Carers and Other Adults 9. The Development of Communication and Oracy 10. Making the Transition to Reception Classes in Primary Schools 11. Conclusions and Recommendations References Index

Read more less